Date of Conferral
Gladys A. Arome
Many K–12 schools do not exploit the advantages of technology, despite the influx of equipment that can enhance pedagogy and student success. A gap exists in the literature about the extent to which urban teachers’ perceptions influence technology use in the classroom. The purpose of this qualitative study was to explore the ABCs of K–12 teachers regarding technology integration in their classrooms. Rogers’ diffusion of innovation theory and the technological pedagogical content knowledge model were the frameworks for this study. The research questions examined teachers’ intrinsic factors that impact the integration of technology in the urban classroom and the perceptions of principals who serve as administrators at urban schools. This single case study examined the impact of technology integration through the perspectives of urban teachers and administrators. The purposeful samples included K–12 teachers and principals. Qualitative data were collected from 6 teachers via interviews, 4 principals via a focus group, and artifacts. The data analysis was based on the organization of participant responses and the development of categories and themes. Key results showed that urban teachers accept and value technology as a pedagogical tool, but the lack of up-to date equipment stalls the use of technology for learning activities in the classroom. The implications for positive social change are overarching and could benefit urban educators by identifying factors that impede technology integration at their schools and serve as the foundation for best practices and pedagogical strategies to reduce and overcome these barriers.
Rousey, Renée, "Teachers’ Attitudes, Beliefs, and Confidence Levels and Technology Integration in Urban Schools" (2020). Walden Dissertations and Doctoral Studies. 8574.